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ction. Nunan (1989) has pointed out that what the TBI focuses on is the evaluation,construction, and sequencing.TBI attaches more importance on the goal-related action thatcan be carried out either by the learners themselves or by the group work. Brown (1994)describes TBI as “an instruction that puts tasks at the center of the methodological focus”.In the book A Framework for Task-Based Learning, Jane Willis (1996) suggests that“Task-based language teaching refers to an approach based on the use of tasks as the core unitof planning and instruction in language teaching”.According to Brown’s opinion (1994), TBI is a “perspective within a communicativelanguage teaching framework that forces the teachers to consider carefully all the techniquesthat you use in the classroom in terms of a number of important pedagogical purposes”.As we all known that Task-based Instruction aims at providing opportunities for thelearners to experience and explore both spoken and written language through learningactivities designed to engage learners in the authentic, practical and functional use oflanguage for meaningful purposes; in the task completion process, the learners completemeaningful and various tasks by using target language. Task presentation and implementationare presented in the process of the task implementation. In short, learners learn knowledge bydoing in the process of using TBI.
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2.2 Previous study on TBI in English Vocabulary Teaching
There are many researches and studies which have been conducted in language teaching.Krashen (1985) indicates that the overemphasis on indirect acquisition of words is no longerproper for direct teaching of words although it is effective among good EFL (English as aForeign Language) learners. Compared with the single learning aspect, vocabulary isconsidered as an integral part of discourse. Reading plays important role in the process ofenlarging learners’ vocabulary. On the other hand, contexts are a challenge for not only thereading comprehension ability but also the vocabulary learning because it can transmit wordsmeaning.According to the researchers’ observation, the usual way of teaching vocabulary is touse “prefabricated language” by applying a unit defined as lexical phrase, then comprehendand analyze the new language. A book named Lexical Phrases and Language Teachingconcludes the lexical phrase and its role in language. The book also deals with the discoursefunctions of several different kinds of lexical phrases. Great contribution to the developmentsin the theory and practice of vocabulary teaching was made by the native scholars andresearchers. Apparently, more attention is paid to vocabulary teaching and learning. In orderto help learners to develop better habits in learning vocabulary, teachers may make full use ofphonology knowledge, word-formation, classification and discourse context.
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Chapter III Research Design.......20
3.1 The Subject.......20
3.2 Hypothesis.......20
3.3 Purpose........21
3.4 Instruments.......21
3.4.1 Tests.......21
3.4.2 Questionnaire. ........23
3.4.3 Classroom Experiment.......23
3.4.4 Sample lessons.....24
3.5 Procedure........30
Chapter IV Results and Analysis ....31
4.1 Data Collected from the Result of the Pre-test and Analysis of the Data....31
4.2 Data Collected from the Result of the Post-test and Analysis of t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。